- Seneca College offers different sessions throughout the year for international students to learn more about the conditions of the Study Permit, how to apply for a Post-Graduation Work Permit (PGWP) and Canadian Immigration and Pathways to Permanent Residency (PR).
- McMaster University developed a guide to help international students understand and transition to a new Canadian workplace culture. It includes topics such as body language, communications basics, other common etiquettes, and additional resources.
Career and Employment
Research indicates that post-secondary students face significant concerns related to career development as career decision-making is in the forefront of students’ experience. Challenges include, among others, transitioning and adjusting to the workforce, job searching, obtaining adequate training, ensuring job security, and preparing for interviews. All these concerns contribute to students experiencing high stress levels and anxiety (Donald & Mouratidou, 2022; Dyrda, 2019). The intertwined nature of career development and mental health is evident. International students can also experience mental health challenges related to career development due to the potential absence of a local network, which can help secure employment. Moreover, they must navigate and adapt to Canada’s distinct work culture, which often diverges from their familiar practices in their home countries.
Many international students come to Canada to hopefully find work and pursue immigration opportunities after their studies. Canada offers pathways for former students to become permanent residents of Canada. According to IRCC, 62,410 international students became permanent residents of Canada in 2023 (Moosapeta, 2024). A study by Statistics Canada revealed that during the 2000s and early 2010s, 60% of international students who were employed either during their studies or after graduation, obtained permanent residency within ten years of receiving their first study permit (Choi, 2021a). In addition to the pressure of securing employment, international students are concerned about visa status and work permits, which can cause psychological problems, especially since the pandemic (Chen, 2024).
SPOTLIGHT
Recommendations
- Include an introduction to teaching methods and style – During first-year orientation, providing international students with information about teaching methods and assessment criteria can help them adapt to new learning approaches. This introduction can also encourage engagement with campus resources throughout the academic year.
- Examples include faculty and staff explaining how courses will be assessed and outlining what is expected from students. Additionally, sharing information about available resources, such as school libraries and student accessibility services, can further support students in their academic journey.
- Offer support for international students – Provide support for students and foster an environment where students feel comfortable seeking help when facing learning difficulties.
- Examples include offering digital supports for students and ensuring that their technologies and devices can support required software or offering peer-support options with domestic students or upper-year international students within the first year to help the transition.
- Ensure a culturally safe approach to teaching and grading – Faculty and teaching assistants should consider students’ experiences in course expectations instead of making judgements about them.
